Our current moment is abundant in examples of global antiblackness whereby racial violence visibly signals the quotidian elimination of Blackness, or the making of Black people into an object or abstract discourse to be terminated. That antiblackness is global is nothing new. In fact, antiblackness has been and continues to be central to the…

Best practices in civic education emphasize deliberative pedagogies as one of the most powerful ways to educate enlightened democratic citizens. Yet deliberative pedagogies are rooted in a white normative ideal of discursive democracy that, in the service of "civility" and "reasoned discourse," fails to account for the social…

Citizenship education is considered a primary purpose for social studies education. However, in elementary classrooms, it is often limited to the memorization of mainstream civic knowledge and learning about a handful of American heroes. This qualitative study of three Asian American educators uses Asian Critical Race Theory to explore how the…

In communities historically shaped by processes of "de jure" and "de facto" segregation; police repression; and lack of access to equitable housing, jobs, and labor-rights, young people find very little of this content reflected in their school-based learning. These societal "civics lessons" indicate the need to move…

Extant conceptions of patriotism in social studies curricula are centered upon blind allegiance to the state or a belief in ideals of a liberal democracy. Yet these conceptions fail to account for the complex racial experiences that mediate citizenship and civic action, especially for Black persons. In this article, we advance a theory of Black…

Participatory citizenship among Black citizens in the United States has always been tied to access to quality education. In this literature review, I draw on scholarship analyzing the experiences of Black youth in the 19th, 20th, and early 21st centuries. I compare the historic and contemporary challenges facing Black citizens' active…

In this article the authors interrogate the historical meaning of the African American soldier in order to widen the discussion of race and citizenship in the field of social studies education. The article has two overarching purposes. First, the authors attend to the recent call in the field of social studies for a more rigorous analysis of…

In efforts to create "good" and "responsible" citizens, social educators have sought solutions (assimilation, acculturation, etc.) to the "problem" of racial, ethnic, and linguistic diversity in U.S. society (Houser & Kuzmic, 2001). The "greater good" of this neo-colonial endeavor often focuses on maintaining the privileges of the white, upper…